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This is another great idea I also think the comparison aspect of the lesson is great and would certainly enhance their vocabulary and understanding.
I would choose the Activity Set: The Moon, particularly the “What Does the Moon Look Like?” activity, for my first and second class. I think this activity is ideal for young children because it encourages them to observe the Moon for themselves and record what they notice through drawings and discussion. Rather than simply learning facts, the children become active investigators, developing curiosity about the world around them. The activity encourages pupils to observe the Moon at different times and notice that its appearance changes throughout the month.
To introduce the lesson, I would read a picture book about the Moon and create a class word bank using vocabulary such as crescent, full moon, night, sky and craters. The children would then observe the Moon at home with their families over a number of evenings and draw what they see in a simple Moon journal. Back in the classroom, we would compare our observations, discuss similarities and differences, and talk about why the Moon appears to change shape. This would help develop their observation, questioning and communication skills while reinforcing scientific vocabulary.
This activity also offers excellent opportunities for cross-curricular learning. In English, pupils could write or dictate sentences describing the Moon, while in Visual Arts they could create Moon paintings or textured Moon models. We could also explore stories such as The Man on the Moon and discuss how different cultures have their own stories and traditions about the Moon, linking with SPHE and Geography.
I believe this inquiry-based approach would make learning enjoyable and meaningful for first and second class pupils. It allows children to ask questions, share ideas and learn through firsthand experience, while fostering a sense of wonder about space and encouraging them to become confident, curious learners.These are great ideas, there are also so many books that could be used as stimuli for the lessons on the moon and great integration with literacy and also in older classes maths.
I would use the Gravity and Falling Things inquiry-based activity with my first and second class because it is a fun, hands-on way to develop children’s curiosity and scientific thinking. I would begin by dropping a few everyday objects and asking the children what they think will happen. They would be encouraged to make predictions and explain their ideas before carrying out the investigation. This approach would help to capture their interest and make them active participants in their own learning.
During the investigation, the children would observe how different objects fall, compare their observations and discuss why some objects fall differently from others. They would develop important science skills such as observing, predicting, questioning and communicating their findings. I would support language development by introducing and reinforcing simple scientific vocabulary such as gravity, push, pull, float and fall.
This activity also provides opportunities for cross-curricular learning. In Maths, pupils could sort and record results using simple charts or pictograms, while in English they could describe their observations orally and in writing. I believe this inquiry-based approach would make science enjoyable and meaningful for young children, while building their confidence to ask questions, investigate ideas and learn through exploration.Fascinating, I never knew this. I really love how science can fascinate even the least curious child in your classroom and engage them completely.
Hi Ill be teaching first and second class in September, Space and space exploration has always had a place in my classroom teaching and as an added bonus I am from Dr Norah Patten’s hometown!
Creating and using individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. Through collaboratively planning strategies, resources and actions this will ensure the diverse needs of all individual students are met and will ensure inclusive practice.
From completing this course I have been introduced to many different ATs that I feel will be of great benefit to children in the SET setting but also in the whole class setting. I am enthused that there is so much available for children and adults with additional needs and all of these ATs are not only for use in the educational setting but have a much further reach into daily skills and life.
On a whole class setting, and to foster an inclusive environment, I hope to use one note maths assistant. I could envisage a group activity, where kids of mixed ability and needs used this to complete maths tasks. Collaboratively discussing findings. Using dictate to bring their ideas together. One note has many features which I hope to make use of in the coming school year.
Microsoft lens will certainly enhance both literacy and numeracy lessons, allowing the child who has reading difficulty the chance to access the same as their peers by using this and then the immersive reader feature.
I do feel I will spend some time getting familiar with some of these ATs and using the first term teaching these skills to my children who will benefit greatly. I also feel parental involvement maybe a key component in using some of these features.
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Creating and using individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. Through collaboratively planning strategies, resources and actions this will ensure the diverse needs of all individual students are met and will ensure inclusive practice.</span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>From completing this course I have been introduced to many different ATs that I feel will be of great benefit to children in the SET setting but also in the whole class setting. I am enthused that there is so much available for children and adults with additional needs and all of these ATs are not only for use in the educational setting but have a much further reach into daily skills and life. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>On a whole class setting, and to foster an inclusive environment, I hope to use one note maths assistant. I could envisage a group activity, where kids of mixed ability and needs used this to complete maths tasks. Collaboratively discussing findings. Using dictate to bring their ideas together. One note has many features which I hope to make use of in the coming school year. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Microsoft lens will certainly enhance both literacy and numeracy lessons, allowing the child who has reading difficulty the chance to access the same as their peers by using this and then the immersive reader feature. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>I do feel I will spend some time getting familiar with some of these ATs and using the first term teaching these skills to my children who will benefit greatly. I also feel parental involvement maybe a key component in using some of these features so as they become a life skills rather than something that the child does only at school. </span></p>The SETT Framework shows me as a teacher how to best identify the characteristics of a Student, the Environments in which the student learns, and Tasks required to be an active learner before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments. A important feature of successfully applying the SETT Framework is a shared understanding across the school, class teacher/SET/SNA, outside agencies for example OT the student, and the family . This can be done in conjunction with a child’s support plan, and we can all look at the kinds of supports that will help the student. This will enable us to choose the best AT that will benefit that individual child.
I have made a SETT plan for a 10 year old boy, with dyslexia and handwriting issues. This child finds it challenging to concentrate for lengthy periods.
The child I have in mind for using this assistive technology, has dyslexia, dysgraphia and is in fourth class. This child has particular difficulty with word problems in maths. I propose to use Microsoft lens taking a picture of the particular word problem and using the immersive reader tool to change the font, and using it as a guided reading aid. As this particular child is quite good at maths, I would also propose using the dictate feature for the child to talk through the procedure. This could all be completed (once taught) in a whole class setting. This would enable the child to work independently and give the child confidence in their ability and giving them motivation. Dyslexia can really impact on children’s numeracy development as they move up through the curriculum, and with the use of assistive technology, children could really benefit and be encouraged.
I am hopeful that with every year will come further developments in assistive technology that will aid children and adults alike with literacy, numeracy and writing. To this end, the importance of continuous professional development cannot be underestimated. As Cosán recognises us teachers as responsible learning professionals. It is my responsibility, to respond to my students needs which are vast and dynamic. I must update my skills and knowledge and this will benefit each child in my care.
I was already familiar with the immersive reader tool, having previously used some of its functions within the SET setting. I did find it quite beneficial using it with a child at this time, mostly to boost confidence and introduce this child to this tool. Hopefully this school year, having explored more of its functions I plan on teaching specific children its uses for example, adjusting text size, adjusting spacing, breaking words down and the talk to text feature. I do also see it benefits in guiding reading, maths lessons and in a whole class setting.
I particularly like the dictate feature, and can see the benefits of this not only in the SET setting but in a whole class setting. Dictate, allows children with spelling difficulties, or writing difficulties an opportunity to access lessons in line with their peers. It is also something which will be used in their adult life and throughout society.
In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
Assistive technology has many benefits, but mainly it creates an inclusive learning environment, in which students with additional learning needs are supported in participating in class activities with their peers. Assistive technology allows children with additional needs overcome some educational challenges and have access to the curriculum and interact with the curriculum on par with their peers. Assistive technology must be suitable to the specific needs of a student. The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. Some examples of AT used include laptop or ipads/tablets with modified software, joysticks, keyboards, touch pads, braille equipment and audiology equipment. The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN).
The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:Using digital technologies to support learners to communicate and improve literacy and numeracy skills
Providing learners with opportunities to develop their digital competence and critical thinking skills
Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
Leading and supporting a culture of innovation and improvement in using digital technologies
The use of AT can have a positive effect on the school self-evaluation process as it promotes the use of technology in the classroom, it is inclusive of children with additional needs and allows them to access the curriculum and also promotes digital literacy amongst students but it is vital that as teachers we educate ourselves on the resources available and as a whole school.